The Development and Progression of Service Learning Throughout the Nurisng Curriculum
Presentation Format
Individual Presentation
Intended Audience
Faculty/Practitioners
Presentation Description
Several years ago, the concept of service learning was adopted by the College of Coastal Georgia and infused throughout the curriculum, college wide. Faculty had the choice to participate in and develop their current courses into one that was service learning. The School of Nursing saw this as a great opportunity for both students and faculty. Service and civic engagement are basic principles of nursing as a profession, so it made sense to include service learning in the curriculum. It was a way for students to learning the importance of service as well as help them develop professional skills like leadership, teamwork, communication, reviewing evidence-based practice related to that topic, project development, collaboration with each other and the community partner and execution of their teaching project. So, it was decided to make service learning an integral part of the nursing program.
When developing the service learning curriculum, nursing faculty saw this as a process. The skills associated with service learning take time to learn and perfect. The most effective way to accomplish this was to engage students throughout the program rather than for just one course. The nursing program is four semesters long with students entering the program as juniors. The first semester of the nursing program is a time of great adjustment for most students. Because of this, faculty chose not to begin service learning at this level. It was decided to provide three service learning courses, one in each of the last three semesters of the program.
The first service learning course offered is mental health nursing. Since this is potentially a student’s first exposure to service learning in general and definitely their first from a nursing perspective, much guidance and direction is given. The community partner and project are decided by the faculty rather than the students. The students then complete the project under the supervision and direction of the faculty. An example of a project is providing education to staff on patient restraint application. The next service learning course offered is in pediatric nursing. Here, faculty allow the students more autonomy. The students are given various topics and potential community partners and are able to choose what they would like to do. The faculty continues to provide direction and support to the students throughout the process. An example of a project is teaching school age children proper hand washing techniques. Finally, the students complete their final course in community health nursing. The students are very self-directed at this point. They choose the topic and community partner for their project. The faculty acts as a resource for the students. An example of a project is sun safety education for teens at the local YMCA.
By the end of the program, students have become more comfortable, capable and confident in providing service to their community. They have improved their skills in collaboration, communication, leadership, evidence based practice and project development. They have a greater understanding of their role as both professional nurse and civic leader.
Location
Room - 1220A
Start Date
4-14-2016 9:15 AM
End Date
4-14-2016 10:30 AM
Recommended Citation
Watkins, Lydia; Masano, Nicole R.; and Chambers, Brandy, "The Development and Progression of Service Learning Throughout the Nurisng Curriculum" (2016). Gulf South Summit on Service-Learning 2016. 90.
https://digitalcommons.georgiasouthern.edu/gss/2016/2016/90
The Development and Progression of Service Learning Throughout the Nurisng Curriculum
Room - 1220A
Several years ago, the concept of service learning was adopted by the College of Coastal Georgia and infused throughout the curriculum, college wide. Faculty had the choice to participate in and develop their current courses into one that was service learning. The School of Nursing saw this as a great opportunity for both students and faculty. Service and civic engagement are basic principles of nursing as a profession, so it made sense to include service learning in the curriculum. It was a way for students to learning the importance of service as well as help them develop professional skills like leadership, teamwork, communication, reviewing evidence-based practice related to that topic, project development, collaboration with each other and the community partner and execution of their teaching project. So, it was decided to make service learning an integral part of the nursing program.
When developing the service learning curriculum, nursing faculty saw this as a process. The skills associated with service learning take time to learn and perfect. The most effective way to accomplish this was to engage students throughout the program rather than for just one course. The nursing program is four semesters long with students entering the program as juniors. The first semester of the nursing program is a time of great adjustment for most students. Because of this, faculty chose not to begin service learning at this level. It was decided to provide three service learning courses, one in each of the last three semesters of the program.
The first service learning course offered is mental health nursing. Since this is potentially a student’s first exposure to service learning in general and definitely their first from a nursing perspective, much guidance and direction is given. The community partner and project are decided by the faculty rather than the students. The students then complete the project under the supervision and direction of the faculty. An example of a project is providing education to staff on patient restraint application. The next service learning course offered is in pediatric nursing. Here, faculty allow the students more autonomy. The students are given various topics and potential community partners and are able to choose what they would like to do. The faculty continues to provide direction and support to the students throughout the process. An example of a project is teaching school age children proper hand washing techniques. Finally, the students complete their final course in community health nursing. The students are very self-directed at this point. They choose the topic and community partner for their project. The faculty acts as a resource for the students. An example of a project is sun safety education for teens at the local YMCA.
By the end of the program, students have become more comfortable, capable and confident in providing service to their community. They have improved their skills in collaboration, communication, leadership, evidence based practice and project development. They have a greater understanding of their role as both professional nurse and civic leader.
Program Abstract
Service learning is required throughout the nursing curriculum to gradually build the students leadership skills and civic engagement during the last three semesters of the program. Students progress through Mental-Health, Pediatrics and Community nursing. During the initial semester, the students are supervised and guided through the project by faculty. In the second semester, students increase independence in project and community partnership development. In the final semester, students are fully autonomous with faculty acting as resource.